INDIVIDUAL TEACHER TECHNOLOGY ASSESSMENT 1

Individual Teacher Technology Assessment

Jennifer Reed
Kennesaw State University
October 14, 2013
















INDIVIDUAL TEACHER TECHNOLOGY ASSESSMENT 2


Professional Development is an essential part of the teaching profession. As times
change, the way teachers need to instruct students must adjust as well. Teachers need to acquire
the necessary tools to reach all students. The goal of education demands educators to attain
strategies in order to increase student achievement. Coaching combined with communities of
learning, is a highly effective job-embedded PD model (ISTE, 2011). Coaching utilizing the peer
coaching model is one such method for delivering professional development in an environment.
It enables two colleagues to collaborate together in order to support instruction to meet the needs
of the students. The coach will assess the colleague in order to see what skills and strategies they
utilize in the classroom. Coaches build on this knowledge to create lessons involving a new
strategy that the colleague can apply in the classroom. Together the two will then set goals,
prepare, implement, and reflect on the suggested lessons. Constant dialogue and support creates
an environment of trust and honesty. At Bryant Elementary, two teachers in the third grade will
engage in a coaching situation employing this particular model related to technology integration.
A survey was administered in order to assess the needs and beliefs of the colleague to be
coached. Questions describe the teachers comfort level pertaining to the use of technology
during instruction. Since the teacher feels at ease as well as rates herself as knowledgeable
relating to technology use, the coach will not need to address these issues. The colleague uses
technology daily so it will not be a major adjustment for the teacher or the students. However,
the type of technology use pertains to the beginning of Blooms Taxonomy in more of a drill and
practice scenario. E-books and Raz Kids were some of the tools the teacher applied within her
classroom. The coach will try to steer the teacher towards higher level and problem solving
pursuits.
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According to the survey, the students are highly engaged with a positive attitude when
learning while using technology. This shows the coach that the teacher has observed the
positives pertaining to integration. Yet, she did not feel her students were as comfortable with
these tools so these will need to be addressed. Collaboration was not used so this might be a
strategy to bring the comfort level higher.
One of the major concerns relayed through this survey was the teachers belief that one
must be confident in order to use new technology tools. She is unwilling to try things for fear of
not being able to troubleshoot during the lesson. This will steer the coach to provide ample
opportunities for hands on experience as well as observations to enable her to feel certain she can
lead the lesson. Many of her responses convey an insecurity of new technology. The coach will
need to focus on ways to relieve her of this stress. Continuous dialogue will need to be engaged
in to work these issues out.
The teacher is aware of the benefits technology integration has in supporting student
achievement, now it is up to the coach to give her the courage to try new tools. She is a respected
member of the team, yet one who does not initiate or lead during team meetings. If others see her
capabilities of integrating technology successfully, maybe it will motivate them to believe they
can too.
At Bryant elementary, access to technology is readily available. There is a netbook cart
available for use by the third grade five out of the six days of the school rotation. Unfortunately,
an interactive board is not available for the colleague to use. The room she is in has two desktop
computers for students use. A Promethean table is also accessible one day during the six day
INDIVIDUAL TEACHER TECHNOLOGY ASSESSMENT 4

rotation for her to use. She has indicated she would like to use the I-Respond student response
system, yet she does not have a set. The coach will provide one for her to use if she wishes.
Upon interviewing the colleague, she expressed she felt the coach would be her go to
person for troubleshooting. The definition of what a coachs role was explained to be one who
will work with her on ways to meet the needs of her students. A coach can suggest strategies to
integrate technology within the lessons in order to do this. She was accepting of this and was
willing to engage in discussions. As a teacher of students with disabilities, she has access to
many adaptive technology programs such as Write Aloud and a Language program to work on
grammar and phonic skills with her students. She also has available V-Port and Ticket to Read
which work on reading proficiencies related to phonics and comprehension. As the coach is
unfamiliar with these tools, dialogue needs to be had to introduce her to them. As the coach also
works with students with reading difficulties, it may be helpful to her students as well She was
more than willing to discuss these programs. This would be a great way to create confidence
with her technology knowledge.
The coachs goals are to enable the teacher to observe and engage with new technology
programs and web 2.0 tools. Wednesdays are the day the sessions will occur after school. Once
the teacher expresses interest in learning more about a particular tool, she will observe the coach
teaching a lesson with the chosen technology. After each session, a reflection log will be
submitted to the coach to shape the next session. The teacher tends to use technology for more
drill and practice lessons. The coach would like to show her ways to engage her students in
higher level critical thinking activities. Plans will include providing opportunities for student
collaboration. Both teacher and coach are exciting to engage in this working relationship.
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References

Beglau, M., Craig Hare, J., Foltos, L., Gann, K., James, J., Jobe, H., Knight, J., & Smith,
B. (2011). Technology, coaching, and community. ISTE White Paper, Special Conference
Release. Retrieved from
http://www.instructionalcoach.org/images/downloads/ISTE_Whitepaper_June_Final_Edits.pdf
Survey link